1. Access Christine Johnson, Ph.D

2. Changing Face of America

3. The Degree Gap Percent with BA or higher (2000) 28% of whites 28% of whites 17% of African Americans 17% of African Americans 11% of Hispanics 11% of Hispanics

4. Relationship of Income to College Access Rate Rate 88.8% 88.8% 68.2% 68.2% 53.3% 53.3% Family Income > $74,584 $25,064-$47,405 < $25,064

5. High Skilled & Unskilled Jobs as a % of the Workforce, 2000 to 2012 Source: Bureau of Labor Statistics Societal Change

6. Source: Bureau of Labor Statistics

7. Shared Prosperity?

8. Projected Growth in Supply and Demand of Workers With Some Postsecondary Education, 1998 to 2028 Source: Bureau of Labor Statistics, U.S. Census Bureau and National Alliance of Business Education Required

9. 75% of new jobs require some post- secondary education. 75% of new jobs require some post- secondary education. Only 35% of Americans (25-34) have 2 or more years post-secondary education. Only 35% of Americans (25-34) have 2 or more years post-secondary education. -Source: 2000 data National Information Center for Higher Ed. -Source: 2000 data National Information Center for Higher Ed. America’s Future at Stake

10. Accountability Again More focus on success of students—not just access More focus on success of students—not just access Evidence of student learning will be required by accrediting agencies, states, and federal government Evidence of student learning will be required by accrediting agencies, states, and federal government Colleges will move toward a culture of evidence and use of data Colleges will move toward a culture of evidence and use of data

11. More Focus on K-12 Transitions Expectations for HE need to be made clear Expectations for HE need to be made clear Transitions need to be improved Transitions need to be improved League’s CCTI League’s CCTI GEAR-UP GEAR-UP Concurrent enrollment Concurrent enrollment Middle College HS Middle College HS

12. Access is not enough – must be ACCESS and SUCCESS

13. “The crucial issue is “attending vs. not attending college.” The mere fact of attending college may be more important than where one goes.” The mere fact of attending college may be more important than where one goes.” (Ernest T. Pascarella and Patrick T. Terenzini) (3 decades of research and most extensive study of how college changes people found unequivocally that increased factual knowledge and intellectual skills; changes in values and attitudes, principled reasoning to judge moral issues; and life choices that impact lifestyles and nature of their children’s lives) (3 decades of research and most extensive study of how college changes people found unequivocally that increased factual knowledge and intellectual skills; changes in values and attitudes, principled reasoning to judge moral issues; and life choices that impact lifestyles and nature of their children’s lives)

14. ACCESS ISSUES Affordability; preparation; guidance and counseling; 2 to 4 year transfers; transfer of low income/minority at lower rate than middle income and white students; quality of learning experience; alignment across education sectors; Affordability; preparation; guidance and counseling; 2 to 4 year transfers; transfer of low income/minority at lower rate than middle income and white students; quality of learning experience; alignment across education sectors; Agreement about what students ought to be learning (curriculum/standards); shared student information across sectors Agreement about what students ought to be learning (curriculum/standards); shared student information across sectors

15. Recommendations: Developing methods to assess learning gains and college added-value Developing methods to assess learning gains and college added-value Evaluating use of student success data to drive institutional change Evaluating use of student success data to drive institutional change Documenting student involvement in college (involvement raises retention/graduation) Documenting student involvement in college (involvement raises retention/graduation) Tracking academic proficiency and reporting progress Tracking academic proficiency and reporting progress

16. Recommendations: Financial incentives to shift from enrollment driven institutions to success driven institutions with low income/first generation student populations Financial incentives to shift from enrollment driven institutions to success driven institutions with low income/first generation student populations Two to four year transfer of low income and underserved students as institutional and state strategic priorities Two to four year transfer of low income and underserved students as institutional and state strategic priorities Shift from “cost” to “investment” mindset Shift from “cost” to “investment” mindset

17. Thank you.